Citation

Fraser MW, Galinsky MJ, Smokowski PR, Day SH, Terzian MA, Rose RA, Guo S. J. Consult. Clin. Psychol. 2005; 73(6): 1045-1055.

Affiliation

School of Social Work, University of North Carolina at Chapel Hill, 27599-3550, USA. mfraser@email.unc.edu

Copyright

(Copyright © 2005, American Psychological Association)

DOI

10.1037/0022-006X.73.6.1045

PMID

16392978

Abstract

This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social- emotional skills and produce changes in aggressive behavior.

Language: en